• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.457-465
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• 2023

This study was carried out in order to determine the essential structure and meaning of sexual harassment experienced by nurses, prepare a systematic mediation measure that could prevent sexual harassment. In this study, Giorgi's phenomenological research method and an in-depth interview were used, and data was collected from seven participants in general hospital nurses who had experienced sexual harassment from August 6, 2022 to March 25, 2023. The main question used in the in-depth interview was "What does sexual harassment mean to you?". The transcribed data was analyzed according to the method presented by Giorgi through the stages including reading of the data, breaking of the data into some kind of parts, organization and expression of the data from a disciplinary perspective and synthesis or summary of the data for purposes of communication to the scholarly community. As a result, 159 meaning units, 37 essential psychological meanings, 13 sub-constituents, 5 constituents were drawn. The five components include 'exposed to the front line of sexual harassment', 'struggling alone', 'feeling abandoned from the organization', 'finding a way to get through together' and 'feeling changing'. Based on the above results, it is expected to prevent sexual harassment of nurses and provide basic data useful for preparing systematic intervention measures for them and improving the system.

• Research in Community and Public Health Nursing
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• v.12 no.1
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• pp.247-260
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• 2001

The objectives of this study are first, to investigate the significant differences in the perception and attitude for sexual role of workers, second, to identify the degree of the perception of women manpower in workplace, third, to identify the perception for sexual harassment in workplace and fourth to analyze the relative important factors that effect on conception for sexual harassment. The survey data were collected by questionnaires on May 2000, and the number of subjects was 300 workers. The SAS-PC program was used for the statistical analysis such as t-test, ANOVA and regression analysis. Major results were follow as: 1. The performance rates of health education for sexual harassment was 66%, and 58.9% of the lecturer of sexual harassment education was occupational health nurse. The 45.2% of workers acquired the information for sexual harassment through massive education in workplace. 2. The perception and attitude of sexual role was relatively positive as 2.3(SD=0.69) of mean values. and the difference by sex, age, marital status. and working period was significant. 3. The perception of the women manpower in workplace was generally positive as 7.9(SD= 3.25) of mean values, and the working experience group of less 10 years and more 10 years old age group showed the significant difference in comparative to other group. 4. The perception of sexual harassment of workplace composed of legal basis, range of victim, place of sexual harassment, type of sexual harassment. misconception of sexual harassment, and coping methods of sexual harassment. Among of these perception. type and coping methods of sexual harassment were shown high perception level. The difference by sex between group for perception of sexual harassment was highly significant. 5. Factors that effect on the perception of sexual harassment was not high for the explanation power of regression, but the age, the type of task, the. perception for women manpower were important variables. Based on this results of study, we recommend that the education of sexual harassment in workplace should be strengthened and specified according to age, working period, type of working task. It also should provide various education and information to workplace. Finally and there should be continuous education opportunity systematically to occupational health nurses who are major lecturers for sexual harassment, therefore they can educate workers more effectively.

• Journal of Christian Education in Korea
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• v.67
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• pp.301-337
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• 2021

The researcher looked at the differences in views and various controversies surrounding Korean youth sexuality education in the wake of the Nth Room incident, which had a great impact on modern Korean society. Sex education for adolescents in Korea can be divided into public sex education through school sex education and the Youth Sexuality Center, and conservative/traditional Protestant sex education. Public sex education is partly influenced by feminist sexual ethics and comprehensive sex education abroad. Based on gender sensitivity and the right to sexual self-determination, four major projects are prevention of sexual harassment, prostitution, sexual violence, and domestic violence. However, the school sex education standard was criticized for stereotypes of gender roles and gender-discriminatory content, reinforced distorted myths about sexual violence, and exclusion of sexual diversity and various family types. Conservative/traditional Protestantism is based on the normal family ideology such as bisexual marriage, premarital chastity, and sexual ethics recognized only within marital relationships. It is a form of confrontation with public sex education while strongly opposing it. The researcher first analyzed the characteristics of public sex education, conservative/traditional Protestant sexual ethics and sex education, feminist sex ethics and sex education, and overseas youth sex education, respectively, while composing the curriculum for Korean youth sexuality education. And as a more fundamental solution to youth sexuality education, I pointed out that there are limits to asceticism, premarital chastity, gender sensitivity and sexual self-determination education, and found an alternative to the concept of body and sex in feminist theology. The researcher pointed out that it is necessary to reconceptualize the body and sex under the recognition that the most fundamental cause of distorted sexual culture is dualistic sex and understanding the body, centering on the research of various feminist theologians. And this was conceptualized into three concepts: holistic sexuality, mutual solidarity understood in relationships with others, and sexuality as a spirituality that extends to the global community. And with each curriculum, 1) Holistic Sexuality: Breathing, Narrative, Making the Shape of One's Body and Mind 2) mutual solidarity : Feeling the Breath of Others, Media Literacy through Conscientization, Sending a Good Wind 3) Sexuality as a spirituality that extends to global concern: It was proposed to pay attention to nature and to co-cultivate it, to listen to the earth's moans and create a new way of life, and to write a prayer with the earth and fellow living beings.